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Traditionally family reading had educational and training functions. Recently, however, interest in this type of activity has reduced. The paper analyzes the developmental effect of relatively little-known form of family reading – reading at bedtime, and the response of the child to different types and forms of family reading and telling stories before going to sleep in early and middle preschool age. The study was conducted at three kindergartens in Moscow. The study results show that in communicating with a child at bedtime parents should flexibly use different strategies for establishing socio-emotional psychological comfort depending on the experienced events of the day by the child and the objectives of cooperation. The main functions of bedtime reading are self-awareness, conflict resolution, representation and verbalization of experience, the development of attachment, mastering norms and values.